Mindfulness can assist FYHE students with academic adjustment

Mindfulness can assist FYHE students with academic adjustment

Interpersonal style and mindfulness were chosen as frameworks and theoretical perspectives to address first year university students' adjustment to their new milieu. The sample consisted of 362 first year of university students. The quantitative methodology used to examine the relationships between the variables was a demographic-matched design, with groups of self-identified meditators and non-meditators: Mindfulness as a skill and a personality trait respectively. Results indicated that students who scored higher in insecure attachment style, their results negatively predicted academic adjustment, and this relationship was partially mediated by higher scores in mindfulness skills. Interestingly, students who scored higher in anxious attachment style, their results negatively predicted academic adjustment, and this was partially mediated by higher scores in mindfulness as a personality trait. However, this was not the case for students who endorsed higher levels of avoidant attachment style. This research provides evidence for mindfulness based interventions targeting first year university students.

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